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61.
提升我国高职专任师资的实践能力,不仅关系到高职院校核心竞争能力的培育,更关系到当前社会对高技能人才巨大需求与供给矛盾的化解。针对高职专任师资实践能力薄弱的问题,政府、行业、企业和高职院校在加强高职专任师资实践能力建设上,应创新制度设计、加大经费投入、丰富培训资源、加强培训考核评价,以满足高职教育人才培养质量不断提高的新需要。 相似文献
62.
DAWN B. MALE 《Support for Learning》2011,26(4):182-186
This article describes a study that aimed to answer the following question: ‘Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?’ Forty‐eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a questionnaire at the beginning and end of a ten‐week introductory module. The results indicated overall attitudinal shift and attitudinal shift for four categories of inclusion to suggest more positive attitudes at the end of the module, compared with at the beginning. The implications for providers of pre‐ and in‐service education and training courses for teachers are discussed. 相似文献
63.
教研室工作的核心力量是教师。教师整体素养的提升,是教研室工作得以顺利展开的关键。在提升教师素养方面,大学英语教研室可以开展如下工作:引导探究大学英语教师素养的内涵;组织分析优秀教师个人素养提升的案例;保持团队的持续发展与影响。 相似文献
64.
Elizabeth Hughes Morgan Chitiyo Ambumulire Itimu‐Phiri Kristen Montgomery 《British Journal of Special Education》2016,43(2):159-177
This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education. 相似文献
65.
傅红 《大连教育学院学报》2021,(1):6-8
教师是推动教育事业发展的基础,是提高教育质量、办好人民满意教育的关键。"长海县中小学卓越教师培养项目"基于县情,突破瓶颈,利用"典型驱动"策略,培养卓越教师,打造卓越课堂,实现卓越发展,从而带动区域教师队伍整体素质提升。 相似文献
66.
The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted. 相似文献
67.
要上好一节英语课,提高英语课堂教学质量,为学生创造一个轻松愉快的学习氛围,教师必须改变陈旧的教学模式,将愉快教学引进英语课堂。 相似文献
68.
大学与中小学(U-S)合作是当前教师教育的一条有效出路。但目前我国教师教育U-S合作过程存在严重的结构性障碍,主要表现为合作中的异质性资源依赖感不强,合作主体的合法性认同严重不足,合作协调机制缺位。因此,我们需要充分挖掘U-S合作中的异质性资源,增强双方异质性资源依赖程度;赋予中小学教师教育义务并提升合作双方的利益共识,增强合作主体的合法性认同;构建政府统筹的U-S合作管理体制,规范合作行为。 相似文献
69.
Damian Spiteri 《Compare》2019,49(6):888-904
ABSTRACTThis study explores the insights about teaching that student teachers elicit from schools when they go on their first school placements. It thereby offers an appraisal of how student teachers experience teaching when still at the relatively early stages of training and how they are socialised into a role where they become protagonists who can create a positive teaching climate in the classroom. The authors approach this study from the perspective of construction of meanings and consider the discourse that takes place in candidate teacher-student interactions in two university settings – in Malta and China, respectively. The study shows how student teachers believe that cultures and cultural differences need to be clearly considered across the curriculum if schools are to promote active learning equitably. 相似文献
70.
The present study explores Finnish preservice subject teachers’ perspectives and experiences with movement integration in academic classrooms. In the study, 44 subject teachers applied an integrated approach to infuse physical activity into a required teacher-preparatory course. The program’s framework is the constructivist learning approach. Data were collected through interviews, classroom observations and field notes. The findings show that movement integration was a new concept for the preservice teachers and that their experience positively influenced their beliefs regarding the use of that concept in academic lessons. Thus, it is possible to support implementation of movement integration into secondary academic classrooms. 相似文献